Special Education Statistics, Trends And Facts 2023

Special education plays a crucial role in providing students with disabilities the support they need to succeed in school and beyond. The state of special education in the United States is constantly evolving, and it’s important to understand the current trends and statistics.

In this blog post, we will explore special education statistics that will give you an insight into the state of special education in the United States.

Special Education Statistics

• Approximately 6.7 million students in the U.S. receive special education services.
• The number of special education students has increased by nearly 50% since the 1990s.
• The most common disabilities among special education students are specific learning disabilities, speech or language impairments, and intellectual disabilities.
• Only about one-third of students with disabilities graduate from high school within four years.
• The cost of educating a special education student is approximately twice that of a non-disabled student.

Caregivers’ Perception of Financial Assistance for Special Education

Perception	Percentage
Too little information available	59%
Information is very difficult to find	55%

Middle Income Americans’ Perception of Financial Planning

Perception	Percentage
The benefits outweigh the costs	88%

• A higher percentage of male students than female students receive special education services under IDEA.
• The percentage of students who spend most of the school day in general classes increased from 59% in fall 2009 to 65% in fall 2019.
• The highest percentage of students who spend most of the school day in general classes are those with speech or language impairments.
• Less than one-third of students with deaf blindness, intellectual disabilities, and multiple disabilities spend most of the school day in general classes.
• The percentage of exiting students who graduated with a regular high school diploma varied by race/ethnicity, with the highest percentage being for Asian students and the lowest for Black students.
• The percentage of exiting students who received an alternative certificate varied by race/ethnicity, with the highest percentage for Black students and the lowest for American Indian/Alaska Native students.
• The percentage of exiting students who “dropped out” varied by race/ethnicity, with the highest percentage for American Indian/Alaska Native students and the lowest for Asian students.
• The percentage of exiting students who graduated with a regular high school diploma varied by type of disability, with the highest percentage for students with speech or language impairments and the lowest for students with multiple disabilities.
• The percentage of exiting students who received an alternative certificate varied by type of disability, with the highest percentage for students with intellectual disabilities and the lowest for students with speech or language impairments.
• The percentage of exiting students who “dropped out” varied by type of disability, with the highest percentage for students with emotional disturbances and the lowest for students with autism.
• 14.4% of all students in the U.S. are special education students.
• The two most common disabilities for Black students are specific learning disabilities and other health impairments.

Most Common Disability Types for Special Education Students

Disability Type	Percentage
Specific learning disabilities	Largest reported percentage
Autism	5-11%
Developmental delays	5-11%
Intellectual disabilities	5-11%
Emotional disturbances	5-11%
Multiple disabilities	2% or less
Hearing impairments	2% or less
Orthopedic impairments	2% or less
Visual impairments	Not shown (less than 0.5%)
Traumatic brain injury	Not shown (less than 0.5%)
Deaf blindness	Not shown (less than 0.5%)

• In the United States, approximately 13% of all students receive special education services.
• The number of students receiving special education services has increased by more than 20% over the last decade.
• The most common disability among students receiving special education services is Specific Learning Disability (SLD).
• Attention Deficit Hyperactivity Disorder (ADHD) is the second most common disability among students receiving special education services.
• The number of students with Autism Spectrum Disorder (ASD) receiving special education services has increased by over 200% in the last decade.
• The number of students with Emotional Disturbance (ED) receiving special education services has also increased in recent years.
• The number of students with Intellectual Disability (ID) receiving special education services has remained relatively stable over the last decade.
• The Individuals with Disabilities Education Act (IDEA) is the federal law that governs special education in the United States.
• IDEA requires that states provide a free and appropriate public education (FAPE) to students with disabilities.
• IDEA requires that each student with a disability receive an individualized education program (IEP).
• IDEA requires that each student with a disability receive special education and related services designed to meet their unique needs.
• IDEA requires that students with disabilities have access to the general education curriculum.
• IDEA requires that students with disabilities participate in state and district-wide assessments.
• In recent years, there has been a significant increase in the use of technology in special education.
• The use of technology, such as assistive technology devices, has greatly improved the lives of students with disabilities.
• The use of technology, such as adaptive software, has improved the access of students with disabilities to the general education curriculum.
• The use of technology, such as speech recognition software, has improved the communication skills of students with disabilities.
• The use of technology, such as augmentative and alternative communication devices, has improved the independence of students with disabilities.
• The use of Positive Behavior Interventions and Supports (PBIS) has greatly improved the school climate for students with disabilities.
• PBIS is a proactive approach to discipline that focuses on teaching and reinforcing appropriate behavior.
• PBIS has been shown to reduce the number of discipline referrals and suspensions for students with disabilities.
• PBIS has been shown to improve academic achievement for students with disabilities.
• PBIS has been shown to improve school-wide behavior for all students, not just those with disabilities.
• Inclusive education has become an important trend in special education.
• Inclusive education involves placing students with disabilities in general education classrooms for a significant portion of the school day.
• Inclusive education has been shown to improve academic and social outcomes for students with disabilities.
• Inclusive education has also been shown to have a positive impact on the attitudes of non-disabled students towards their peers with disabilities.
• Inclusive education requires the use of differentiated instruction and accommodations to meet the needs of all students in the classroom.

Percentage of Special Education Students by Race/Ethnicity

Race/Ethnicity	Percentage
Pacific Islander	Lowest
Asian	Lowest
Other racial/ethnic backgrounds	Varies

Common Disability Types for Different Racial/Ethnic Groups

Race/Ethnicity	Common Disability Types
Asian	Autism (43%)
Other racial/ethnic backgrounds	Specific learning disabilities and speech or language impairments (50% or more)
Black students and students of Two or more races	Specific learning disabilities and speech or language impairments made up the smallest percentage

• Peer support involves students with and without disabilities working together in groups to complete tasks and activities.
• Peer mentoring and peer support have been shown to improve social skills and self-esteem for students with disabilities.
• Peer mentoring and peer support have also been shown to improve academic outcomes for students with disabilities.
• Special education teachers play a critical role in the success of students with disabilities.
• Special education teachers require specialized training and certification to work with students with disabilities.
• The demand for special education teachers is increasing, and many schools are facing shortages.
• Special education teachers earn lower salaries on average compared to general education teachers.
• Special education teachers often report high levels of job satisfaction and a sense of fulfillment from helping students with disabilities.
• Special education funding is a major challenge facing schools and districts.
• Federal funding for special education is provided through IDEA, but it covers only a portion of the cost of special education services.
• Many states and districts must supplement federal funding with local funds to provide adequate special education services.
• The cost of special education services varies greatly based on the needs of the student and the services provided.
• There is a growing concern about the inequities in special education funding between wealthy and poor schools and districts.
• The over-identification of students as needing special education services is a major issue in special education.
• Over-identification can lead to the misuse of special education resources and the denial of services to students who truly need them.
• Over-identification can also lead to a disproportionate representation of certain racial and ethnic groups in special education.
• Addressing over-identification requires a careful examination of school and district practices, as well as an emphasis on early intervention and support services.
• The under-identification of students with disabilities is also a major issue in special education.

Percentage of Special Education Students by Sex

Sex	Percentage
Male	Higher than female

Percentage of Students Spending Most of the School Day in General Classes

Time in General Classes	Percentage
Fall 2009	59%
Fall 2019	65%

Percentage of Students Spending Most of the School Day in General Classes by Disability Type

Disability Type	Percentage
Speech or language impairments	Highest
Deaf blindness, intellectual disabilities, multiple disabilities	Less than one-third

Graduation Outcome for Exiting Students by Race/Ethnicity

Outcome	Race/Ethnicity	Percentage
Graduated with a regular high school diploma	Asian	Highest
Graduated with a regular high school diploma	Black	Lowest
Received an alternative certificate	Black	Highest
Received an alternative certificate	American Indian/Alaska Native	Lowest
Dropped out	American Indian/Alaska Native	Highest
Dropped out	Asian	Lowest

Special Education Facts

1. Special education services are provided under the Individuals with Disabilities Education Act (IDEA).
2. The IDEA requires that all children with disabilities have access to a free appropriate public education.
3. Special education services can include adaptations to the curriculum, specialized instruction, and assistive technology.
4. Some special education students may also receive related services, such as speech therapy or physical therapy.
5. Students with disabilities are entitled to an individualized education program (IEP), which outlines their specific learning needs and goals.

Special Education Benefits

1. Special education can improve academic outcomes for students with learning differences.
2. It can also help to build confidence and self-esteem in these students.
3. Special education services can provide support for students as they transition to adulthood and the workforce.
4. It can also improve access to technology and other resources for students with disabilities.
5. Special education can help to reduce the achievement gap between students with disabilities and their non-disabled peers.

Special Education Trends

1. The use of technology in special education is on the rise, including virtual reality and artificial intelligence.
2. There is a growing emphasis on evidence-based practices in special education, such as response to intervention (RTI).
3. The use of inclusive classrooms, where special education students are integrated with their non-disabled peers, is becoming more common.
4. There is a growing recognition of the need for early intervention and support for students with learning differences.
5. The demand for special education teachers and related service providers is increasing.

Special Education Adoption

1. The adoption of special education services varies widely by state and school district.
2. Factors that can impact the adoption of special education services include funding, resources, and teacher training.
3. States with higher levels of poverty tend to have lower rates of special education adoption.
4. School districts with higher numbers of minority students and low-income families are less likely to adopt special education services.
5. The adoption of special education services is often limited by a lack of available resources and funding.

Special Education Market Analysis

1. The global special education market was valued at $53.1 billion in 2020.
2. It is expected to grow at a compound annual growth rate (CAGR) of 9.3% from 2021 to 2028.
3. The increasing demand for special education services, coupled with the growth of technology, is driving market growth.
4. North America is the largest market for special education services, followed by Europe and Asia.
5. The growth of the special education market is being driven by a growing recognition of the need for support for students with learning differences.

Graduation Outcome for Exiting Students by Disability Type

Outcome	Disability Type	Percentage
Graduated with a regular high school diploma	Speech or language impairments	Highest
Graduated with a regular high school diploma	Multiple disabilities	Lowest
Received an alternative certificate	Intellectual disabilities	Highest

Enrollment of Disabled Students in the U.S.

Data	Value
Total Disabled Students	7 million
Percentage of National Public School Enrollment	14%
Growth of Disabled Students (2001-2017)	11%
Percentage of Disabled Students in 2017-18	34%
Autistic Students in 2017-18	10%
Specific Learning Disability (Dyslexia) in 2017-18	33%

Special Education Demographics

1. Special education services are provided to students of all ages, from preschool to adulthood.
2. The majority of special education students are between the ages of 6 and 21.
3. Boys are more likely to receive special education services than girls.
4. Minority students, particularly African American and Hispanic students, are more likely to be classified as needing special education services.
5. Low-income families are more likely to have children receiving special education services.

Special Education Software

1. There is a growing market for special education software, including learning management systems and educational apps.
2. These software solutions can provide customized learning experiences for special education students, based on their individual needs and abilities.
3. Some special education software also includes tools for tracking progress and data analysis, to support teachers and parents in making informed decisions.
4. The use of technology in special education is becoming increasingly widespread, as schools and families look for innovative solutions to support student learning.
5. The increasing availability of special education software is helping to improve access to resources for students with learning differences.

Percentage of Disabled Students in Different States

State	Percentage of Disabled Students
New York	19.2%
Pennsylvania	18.6%
Maine	18.4%
Massachusetts	18%
Texas	9.2%
Hawaii	10.6%
Idaho	11%
Nevada	58% (Increase)
Rhode Island	23% (Decline)

Gender Distribution of Disabled Students

Data	Value
Gender of Disabled Students	Male (67%)
Gender of Overall Student Enrollment	Approximately Even

Statistics on COVID-19 Vaccines

Data	Value
Risk of Unvaccinated Americans from COVID-19	Higher
Concern of Unvaccinated Americans	Less Than Vaccinated Adults
Americans who rely on Trump for COVID-19 News	Least Likely to be Vaccinated

Special Education Opportunities

1. The growing demand for special education services presents significant opportunities for schools, teachers, and related service providers.
2. There is a need for qualified special education teachers and related service providers, particularly in high-need areas.
3. The growth of technology in special education is also creating opportunities for software developers and technology companies.
4. Special education services can also be a source of income for families and communities, as schools contract with local service providers for support.
5. The increasing awareness of the need for support for students with learning differences is also creating opportunities for advocacy organizations and policy makers.

Special Education Challenges

1. The funding of special education services remains a significant challenge, as schools and states struggle to meet the increasing demand.
2. There is a shortage of qualified special education teachers and related service providers, particularly in high-need areas.
3. The implementation of special education services can be complex and time-consuming, requiring significant resources and coordination.
4. Some students with disabilities face discrimination and stigma, particularly in inclusive classrooms.
5. The use of technology in special education can also pose challenges, including access to resources, privacy and security concerns, and technical issues.

Median Wage

Data	Value
Definition of Median Wage	50th Percentile Wage Estimate
Workers Earning Less Than the Median	50%
Workers Earning More Than the Median	50%

Suppressed Data

Data	Value
Percentage that has been Suppressed	S (Fewer than 20 special education enrollees)
Numbers that have been Suppressed	S (Between 1 and 10 enrollees)
Reason for Suppression	To protect confidentiality

Data on Special Education in California

Data	Value
Age Group of Students Enrolled in Special Education	5-18 (90%), 4-22 (10%)
Eligibility for Reduced Price School Meals	Below 185% of Federal Poverty Guideline
Percentage of Hispanic/Latino Students in 1994	37%
Percentage of Hispanic/Latino Students in 2021	55%
Percentage of Students Receiving Special Education Services in 2020	22% (13% of all students)
Most Common Primary Disabilities in 2020	Autism, Learning Disabilities, Speech/Language Impairments (74%)
Percentage of Special Education Students with Autism in 2020	16%
Percentage of Students Eligible for Free/Reduced Price School Meals in 2021	59%
Percentage of Students with Limited English Proficiency in 2021	18%

Financial Life Plans for Americans with Disabilities

Data	Value
Americans Coping with Special Needs	54 Million
Americans with Physical, Sensory or Intellectual Disabilities	54 Million (20% of population)
Americans with Disabilities (Age 5 and Older)	41 Million (15% of population)

Child Financial Security and Independence

Percentage	Description
15%	Believed their child would be financially secure
13%	Believed their child would be financially independent
12%	Believed their child would be able to manage some or all of their finances

Special Needs Financial Life Plan

Percentage	Description
78%	Do not have any form of Comprehensive Special Needs Financial Life Plan
56%	Did not know of any financial professional with the expertise to address these needs
25%	Have done no planning at all
Less than 20%	Have even created a special needs trust

Gender Distribution of Special Education Teachers

Percentage	Description
75.4%	Women
24.6%	Men

Ethnicity of Special Education Teachers

Percentage	Description
75.4%	White
9.9%	Black or African American
9.9%	Hispanic or Latino
2.6%	Asian
1.7%	Unknown
0.5%	American Indian and Alaska Native

Income of Special Education Teachers

Percentage	Description
97%	Women earned 97% of what men earned
Top 10%	Highest paid Special Education Teachers earn as much as $62,000 or more

Education Level of Special Education Teachers

Percentage	Description
66%	Bachelors
27%	Masters
5%	Associate
1%	Doctorate
1%	Other Degrees

Company Size Preferences of Special Education Teachers

Percentage	Description
50 employees	< 50 employees
100 employees	50 100 employees
500 employees	100 500 employees
1,000 employees	500 1,000 employees
10,000 employees	> 10,000 employees

Job Tenure of Special Education Teachers

Percentage	Description
32%	Average Special Education Teacher stays at their job for 1-2 years

Foreign Languages of Special Education Teachers

Percentage	Description
65.4%	Spanish
8.3%	French
2.7%	Arabic
2.6%	German

Special Education Rates by Ethnicity

Percentage	Description
9.7%	White
12.4%	Black
7.9%	Hispanic
3.2%	Asian or Asian American

FAQ

1. What is special education? Special education refers to the customized learning environment provided to students with learning differences. It involves a range of support services and accommodations to help these students learn and succeed in the classroom.
2. How many students receive special education services? Approximately 6.7 million students in the U.S. receive special education services.
3. What are the most common disabilities among special education students? The most common disabilities among special education students are specific learning disabilities, speech or language impairments, and intellectual disabilities.
4. What is an IEP? An IEP is an individualized education program, which outlines the specific learning needs and goals of a special education student.
5. What are the benefits of special education? Special education can improve academic outcomes, build confidence and self-esteem, provide support for transition to adulthood and the workforce, improve access to technology and resources, and help to reduce the achievement gap between students with disabilities and their non-disabled peers.

Conclusion Special education plays a critical role in supporting students with learning differences. Understanding the statistics, facts, benefits, trends, adoption, market analysis, demographics, software, opportunities, and challenges in special education is important for educators, policy makers, and families. With the increasing demand for special education services, it’s clear that this field will continue to evolve and grow in the years to come.